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The lesson targets learning objectives aligned to NBT.B.3, emphasizing tens and ones understanding, differentiating symbols, representing comparison problems, and connecting everyday items to new content. 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Oseguera  \nDate: 02/22/23  \nMATH MINI LESSON PLAN TEMPLATE (Flipped Classroom Video Recording) Video YouTube link with your lesson:  \n[https://youtu.be/6KFgl1oGfUQ](https://youtu.be/6KFgl1oGfUQ)  \n● Content standard or learning objective  \n1. NBT. B.3  \nStudents will be able to:  \n● Use and understand less than, greater than and equal to.  \n● Differentiate the symbols and understand their meaning.  \n● Represent and solve the problems involving the symbols \u003C > =● Compare two, two digit numbers or two different groups.  \n● Understand tens and ones digits.  \n● Process standard or math standard practice  \n● Students will actively compare more than one number or group of items.  \n● They will be able to look for tens and ones digits to make sense of the problem.  \n● Then they will differentiate the symbols and use the appropriate one \u003C > = to represent and solve the problem.  \n● They will make sense of the problems and connect everyday items to the new standard content learned.  \n● Assessing and advancing questions  \n● What symbol will you use? why?  \n● Does it matter what symbol you use?  \n● How do you know that is the right symbol?  \n● Does somebody have a different symbol?  \n● Can you tell me what the symbols \u003C > = mean?  \n● Explain the lesson:  \n1. Introduce the concept of less than, greater than and equal to and explain the symbols and how they work in depth.  \n2. Students will have fun practicing being “less than/equal to/greater than alligators”  \n3. Students will work with varied numbers/data and compare groups of items  \n4. Students will be able to explain their thinking process and use evidence to support their solution/claim  \n5. Students will be able to reflect on their work  \nName: Eva G. Oseguera  \nDate: 02/22/23  \n● Homework/practice for students to do on their own.  \nStudents will use objects at home or outside of school like beans, leafs, rocks etc. They will continue practicing less than, greater than and equal to. Students will fill out a worksheet independently and use their journals to draw/ jot down their learning. Students will be able to connect the content to their everyday life.  \nI will also have worksheets available and resources for students to take home and share with their parents/families.  \nName: Eva G. Oseguera  \nDate: 02/22/23  \nSong lyrics with links  \nkey sheets will be available if needed","cbCaicmjfGLEsved","https://ap.wps.com/l/cbCaicmjfGLEsved","pdf",174826,"English","# Content standard or learning objective\n## Students will be able to\n# Process standard or math standard practice\n## Active comparison and using tens/ones\n# Assessing and advancing questions\n# Explain the lesson\n# Homework/practice for students","[{\"question\":\"What is the learning objective for the lesson (NBT.B.3)?\",\"answer\":\"Students will use and understand \\u003c, \\u003e, and =, represent and solve comparison problems, differentiate the symbols by meaning, and compare two two-digit numbers or two different groups while understanding tens and ones digits.\"},{\"question\":\"How should the symbols (\\u003c, \\u003e, =) be taught and checked for correctness?\",\"answer\":\"The lesson plan explains the concept in depth, then students practice with varied numbers/data and compare groups. Students must explain their thinking process and use evidence to support their solution or claim.\"},{\"question\":\"What is the homework practice for students?\",\"answer\":\"Students use objects at home or outside of school (e.g., beans, rocks) to continue practicing less than, greater than, and equal to, complete a worksheet independently, and record learning in their journals, connecting the content to everyday life.\"}]","Finalized MATH MINI LESSON PLAN TEMPLATE - 2 - Flipped Classroom Video Recording | PDF",1790106202]